In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…

The Learning and Brain Conference for 2011 featured talks on a handful of themes including creativity, technology, education tomorrow, five minds for the future and innovation. Of these, innovation took center stage. Tony Wagner's opening plenary session became the conference prologue, examining innovation from several perspectives including seven…

Relevance theory (Sperber & Wilson, 1995) suggests that people expend cognitive effort when processing information in proportion to the cognitive effects to be gained from doing so. This theory has been used to explain how people apply their knowledge appropriately when evaluating category-based inductive arguments (Medin, Coley, Storms, &…

The information that individuals can hold in working memory is quite limited, but researchers have typically studied this capacity using simple objects or letter strings with no associations between them. However, in the real world there are strong associations and regularities in the input. In an information theoretic sense, regularities…

Identifies and discusses different ways in which teachers using constructivist and other approaches might teach a lesson on the Lexington Green incident of April 1775. In that incident British soldiers opened fire on colonial farmers, killing eight of them. Includes excerpts from eyewitness documents and other background material. (MJP)